AB R AM S B OO KS FO R YO U N G R E AD E R S TE AC H I N G G U I D E

CONNECTIONS TO THE COMMON CORE STATE STANDARDS

Feathered Serpent and the Five Suns can be used to address a variety of Common Core State Standards for English
Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Below are some of the standards
that can be met through the teaching ideas and activities in this guide when adjusted appropriately for students’ grade
levels. For a complete listing of the Standards, go to corestandards.org/read-the-standards.

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well
as in words.

8. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.

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 ABRAMS BOOKS FOR YOUNG READERS TEACHING GUIDE

VOCABULARY ACTIVITIES
Research shows that reading and discussing unfamiliar Reading Aloud Nahuatl/Spanish
words within the context of reading is one of the most Nahuatl is the language used primarily in the vocabulary
effective ways to build vocabulary. Use these words as a words for Feathered Serpent and the Five Suns. The way
starting point for a vocabulary study. Nahuatl is written presently follows the syllable rules of
Spanish and primarily follows a consonant with a vowel.
Tier 2 and 3 words
The sounds for Spanish vowels and consonants are already
breastplate myth found in English phonemes. C and Z follow the same
descendant obsidian rules, and the written accents above the vowels indicate an
accented syllable. Here is a simple chart you can use when
dissipate sacred reading the book out loud. For any names of characters or
places, take it easy, syllable-by-syllable, just as you would
elder spirit guide
to pronounce your students’ names carefully and
Mesoamerican underworld respectfully.

Nahuatl Names and Words Spanish Vowel/ Sample Words

Consonant
chimalli tilmatli
a art, chalk
Quetzalcoatl tonatiuh e pet, hen
Mictlantecuhtli Xólotl i me, glee
o bored, north
Names of Places
Apanohualóyan Mictlán u tutu, loo
h silent; no sound
Cehuelóyan Pancuetlacalóyan
ll same as the y sound
Chiconahualóyan Temiminalóyan x ch as in chocolate
Itzcuintlán Tepeme Monamictlán
Morphological Word Study
Itztépetl Teyollocualóyan Nahuatl is an agglutinative language, which means it can
add several prefixes and affixes to a root word making a
phrase into a very long word without spaces. English has
long words like this too, like antidisestablishmentarianism.
As a way to engage in morphological study, have your
students identify the similarities to endings of the
vocabulary words. Notice how many names of places end
with the suffix -lóyan (the place where) or -tlán (the place
of ). See what similarities and differences the morphology
of Nahuatl has with other languages.

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 ABRAMS BOOKS FOR YOUNG READERS TEACHING GUIDE

ACTIVITIES
Creation Stories Art Connection: Codices (continued)
Creation stories can be found throughout history and As an extension, have students practice their visual
across the globe, as different cultures and societies storytelling by using the codices as mentor texts. Here
attempted to explain how the world and humans came to are some codices to show students:
be. Many of these creation stories are fanciful, and many
are also tied to religious traditions. Ask students what Madrid Codex from the D.R. Instituto Nacional de
creation stories they have heard and what cultures are Antropología e Historia in México
mexicana.cultura.gob.mx/es/repositorio/
associated with them. With the help of your school or
detalle?word=Códice%20Huichapan&r=2&t=2056
local librarian, have students research a variety of other
creation stories. Many can be found online, but many 8 Deer “Jaguar Claw” from the Códices de México
have also been retold and constructed as picture books. exhibition at the D.R. Instituto Nacional de
Guide students to compare and contrast these creation Antropología e Historia in México
stories, noting the themes, patterns, symbols, characters, codices.inah.gob.mx/movil/contenido.php?id=11
and tropes they have in common. What language - PhotoSwipe1600200357635
features and genre elements do they notice across the
stories? Invite students to compose and illustrate their Have students create wordless picture books or graphic
own creation myths and to tell them to one another in a novels, using two-dimensional figures as characters. Tape
class recital. or glue several pages together and fold in an accordion
style. You can refer to this codex exercise from the
Art Connection: Codices National Endowment for the Humanities Summer
Mesoamerican codices were texts produced on bark Institute: blogs.uoregon.edu/mesoinstitute/about/
paper called amate, cotton cloth, or deer hides. They were curriculum-unit-development/codices/codex-exercise/.
often folded in an accordion style and read from right to
left. They depicted genealogies, calendars, daily life, lists Connection to Día de los Muertos
of tributes paid, or accomplishments through pictographs Feathered Serpent and the Five Suns follows the journey of
and glyphs. Since new rulers and the Spanish often Quetzalcoatl to the underworld, through the nine levels
destroyed them as a way of conquering people, few on his way to Mictlán, just as the dead were thought to
Mixtec, Mayan, and Aztec codices from before and after have done. It is believed that the journey took four years
the Spanish conquest survived. Today, most remain in to complete. In those four years, the living honored their
México under the care of the National Institute of loved ones with offerings through altars. Tonatiuh’s book
Anthropology and History but also in European libraries offers a rich connection to the cultural practice of Day of
and museums. the Dead, or Día de los Muertos. Many cities have
celebrations in early November, and your students may
Many children may be familiar with the popular video even have traditions for this day. Ask students to
game Minecraft and the acquisition of wool for paintings, interview their families and community members about
papyrus for paper, and using plants for dyes in the game. any cultural practices related to Dia de los Muertos.
Have students look at the colors in these codices and Families are also a great source of knowledge and can
infer what could have been used to color them. They may come into your class and present. Research whether
be surprised to learn that Mesoamerican illustrators used museums or organizations in their city host a celebration.
cochineal, indigo, cuscuta, achiote, shells, minerals, soils Have your class create altars with pictures of loved ones
and coal for colors that have lasted until today. they want to honor and cempasuchil (marigold) flowers
at school.

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 ABRAMS BOOKS FOR YOUNG READERS TEACHING GUIDE

ACTIVITIES
Behind the Success Author-Illustrator Study
Although Quetzacoatl received credit throughout The publication of his first picture book, Dear Primo, was
Mesoamerican mythology for creating humans, he could just the start of an award-winning career for Mexican-
not have done so without the help of Xólotl. In fact, many American author-illustrator Duncan Tonatiuh. Among
heroes throughout history attained success because of the his many honors are the Pura Belpré Award, Tomás
support of others who did not get to share the spotlight. Rivera Award, Sibert Medal, Orbis Pictus Honor, Jane
Discuss this notion with students, asking them to identify Addams Award, and Américas Award. Invite students to
noteworthy figures throughout various mythologies and conduct an author-illustrator study. With the help of your
histories who achieved their goals because others helped school or local librarian, gather a collection of Tonatiuh’s
them. Extend this discussion to give recognition to the picture books for your students to explore. Have them
people behind the scenes that make things possible for read the books, noting patterns in Tonatiuh’s writing and
others to be successful. For example, students can make a illustration styles. For writing, what themes do they notice
list of people who have helped their learning be possible in across his books? What kinds of characters does he
school, such as kitchen staff, custodians, and spotlight in them? How does he use language and literary
groundskeepers. Career parents also do not get much techniques to convey the stories he wants to tell? For
recognition, as much of their work is unpaid. Students can illustration, what media does he tend to use? What
write letters or cards thanking these supportive, behind- illustration techniques does he employ, and how do they
the-scenes people to let them know that they are enhance the written text? Have students read the author’s
appreciated. note that Tonatiuh often includes in the back matter of
his books. Share Tonatiuh’s website: duncantonatiuh.com.
Oral Family Traditions/Stories from home Encourage students to search for additional biographical
Many families have oral traditions and stories that they information and interviews with him online. Once they
pass down through generations. They can be stories about have a solid understanding of his writing and illustration
something that happened to a family member or stories style, have students try their hand at using some of his
from their town. Some families play games with songs, techniques in their own work.
such as hand-clapping games with two or four players,
jump rope, and pasemisí, pasemisá (La vivora de la mar)
that have specific actions in the game. There are idiomatic
expressions, sayings, proverbs, tongue twisters, riddles,
and nursery rhymes that families pass on to one another.
Sometimes these oral practices exist only in that family
and have not yet been preserved in books. As a class,
create an anthology of these oral family traditions.
Challenge each student to bring to school an oral tradition
from home. This can be a wonderful way of encouraging
family involvement and validating the student and family
cultures.

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 ABRAMS BOOKS FOR YOUNG READERS TEACHING GUIDE

DISCUSSION QUESTIONS
1. In Feathered Serpent and the Five Suns, different characters deal with challenges in different ways. When they could not
create humans to their satisfaction, the gods became tired and gave up. When Mictlantecuhtli was confronted by
Quetzalcoatl, he sought to test and trick him. Quetzalcoatl faced the most challenges, each different from the other,
and approached them with different strategies. Ask students to think about different challenges they have faced, and
then have them reflect on the following questions:

• What do you usually do when you face a challenge?

• What strategy/ies usually work well to help you overcome a challenge?

• How do you decide which strategy/ies to try?

• When does it make sense to step away from a

challenge? When does it not?

2. Quetzalcoatl exhibited the characteristics of perseverance and determination to accomplish his goal. Invite students to
define what those characteristics mean and provide examples of them. Ask them the following questions:

• Have you ever had a project or task for which you did not want to give up?

• How did you feel when you finally accomplished

your goal?

• Do you know any historical figures that never gave up in spite of the odds?

• What other books have you read or know about that show perseverance and determination?

3. Quetzalcoatl had several items that helped him on his journey. If you went on an adventure and you could only bring
two items with you, what items would you take and why?

ADDITIONAL RESOURCES
DK’s Find Out! Mayan Facts for Kids
dkfindout.com/us/history/mayans

DK’s Find Out! Aztec Facts for Kids

dkfindout.com/us/history/aztecs

University of Wisconsin-Oshkosh’s Using Native American Legends to Teach Mathematics

uwosh.edu/coehs/cmagproject/ethnomath/legend/legend1.htm

Native American Creation Myths and Legends from Native Languages of the Americas
native-languages.org/creation.htm

9 Facts About Quetzalcoatl from ThoughtCo

thoughtco.com/facts-about-quetzalcoatl-2136322

• 5 • FEATHERED SERPENT AND THE FIVE SUNS Duncan Tonatiuh

 FEATHERED SERPENT
AND THE FIVE SUNS
A MESOAMERICAN CREATION MYTH
by Duncan Tonatiuh
PRAISE

★ “Has all the literary elements of


a good story and can be used to teach
genre, narrative, history, or just quality
literature.”
— Booklist

★ “There’s room for a reader-aloud to ramp


up the drama… Playful.”
— Bulletin of the Center for Children’s Books

★ “Bold use of color and expansive spreads

ISBN 978-1-4197-4677-2 Ages 5 to 9 enhance these mythic proportions.”
— Horn Book Magazine

★ “Told with succinct clarity and a hint of

mischief, this rendition begs for rereads...
Simply spellbinding.”
— Kirkus Reviews

★ “Hand-drawn, digitally collaged art,

incorporating Mesoamerican styles
and motifs, deepens the power of
Tonatiuh’s tale”
— Publishers Weekly

This teaching guide was written by Gilberto P. Lara, Ph.D., Assistant Professor in the Depart-
ment of Bicultural-Bilingual Studies at The University of Texas at San Antonio, and Grace
Enriquez, Ed.D., Professor in the Department of Language and Literacy at Lesley University in
Cambridge, MA.